adapting to the pools 2 tidepool school -adapting to the pools tidepool school oregon educational...

Tidepool School - Adapting to the Pools

Subjects:

Biology, Critical Thinking,

Reading, Writing, Art

Preparation:

1. Students will need basic knowledge of tides before

completing this activity to better

understand animals and plants that live in tide pools.

2. Photocopies of activity pages 4

and 5 for each student or group.

Materials:

Photocopies of pages 4 and 5

as instructed above.

Pencils, colored pencils,

crayons, markers.

Time:

Discussion = 10 minutes

Reading = 30 minutes

Art = 15—30 minutes

Oregon State Standards:

See pages 2 and 3

Vocabulary:

Adaptation, camouflage, high tide, low tide, predator, tides, tide

pools, tube feet

Extensions:

Photocopy page 6 and ask students to complete the assignment as an evaluation.

Play animal charades with students imitating animals based on clues.

Use the animal description cards to play 20 Questions. Read the species descriptions

on page 4, one at a time, and see if students can guess the described animal.

Lesson Overview:

By completing a reading and coloring activity, students will become familiar with

adaptations that help tide pool organisms live on the rocky shores. Students will be able

to define an adaptation, identify ten tide pool animals and plants, and learn at least one

physical or behavioral adaptation for each species.

Adapting to the Pools

Martha the Mussel

I keep my blue-black shell closed to stay moist

during low tide.

I can hold onto the rocks with my hair-like

threads and live with my friends in beds.

Martha the Mussel

I keep my blue-black shell closed to

stay moist during low tide.

Adaptation

A behavioral or physical characteristic

that helps an organism survive.

Pre-Activity Discussion:

1. Define tide pools

Tides - the rise and fall of ocean water, occurs twice a day.

Low Tide - when the water goes out.

High Tide - when the water comes back in.

Tide Pools - rocky pools of water exposed at

low tide.

2. Discuss how tide pool plants and animals might be affected by the

changing tides.

Example: During low tide, animals are exposed to the

air which might dry them out. As the tide comes back in,

the waves might knock animals off of the rocks.

3. Introduce adaptations with your students.

- How do the body parts we have help us survive?

- How does your mouth help you? Your mouth helps

you chew and swallow food.

- Hands? Your hands allow you to touch, grab, and

move objects.

- What about your thumbs? Could you hold a fork to eat food without your thumb? Wouldn’t it be more

difficult?

- How do your legs help you? They help you walk and

run.

-What about your feet, do they also help you walk?

How? The shape of your feet helps you balance while you walk.

Activity 1: Reading

1. Distribute copies of page 4, Reading

Detectives, to each student or workgroup.

2. Individually, in groups, or with the

entire class, model the activity then ask students to complete it as follows:

a. Read tide pool species descriptions.

b. Underline adaptations for each animal.

c. Review and discuss findings.

Activity 2: Art

1. Distribute copies of page 5.

2. Model the activity then ask students to complete it as follows:

a. Read the descriptions and find clues that reveal what color each animal is. Circle the colors as you find them.

b. Color the animals.


Tidepool School Oregon Educational Standards

Grade K: K.1 Interaction and Change: The natural world includes living and non-living things.

K.1L.1 Compare and contrast characteristics of plants and animals.

Reading

EL.00.RE.02 Follow words read aloud from left to right and from top to bottom of the page.

EL.00.RE.20 Demonstrate listening comprehension of more complex text through discussions.

EL.00.RE.21 Understand, learn, and use new vocabulary that is introduced and taught directly through orally-read stories and informational

text.

Grade 1: 1.1 Structure and Function: Living and non-living things have characteristics and properties.

1.1L.1 Compare and contrast characteristics among individuals within one plant or animal group.

1.2 Interaction and Change: Living and non-living things interact.

1.2L.1 Describe the basic needs of living things.

Reading

EL.01.RE.01 Identify letters, words, and sentences.

EL.01.RE.21 Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s

magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and poetry.



text as well as student-read stories and informational text.

EL.01.RE.28 Use context to understand word and sentence meanings.


EL.01.RE.29 Read written directions, signs, captions, warning labels, and informational books.

Writing

EL.01.RE.07 Write in complete sentences and distinguish whether simple sentences are incomplete or fail to make sense.

EL.01.RE.15 Print legibly and space letters, words, and sentences appropriately.

Grade 2: 2.1 Structure and Function: Living and non-living things vary throughout the natural world.

2.1L.1 Compare and contrast characteristics and behaviors of plants and animals and the environments where they live.

2.3 Scientific Inquiry: Scientific inquiry is a process used to explore the natural world using evidence from observations.

2.3S.1 Observe, measure, and record properties of objects and substances using simple tools to gather data and extend the senses.

Reading

EL.02.RE.01 Read regular multi-syllabic words.

EL.02.RE.07 Read aloud grade-level text fluently and accurately with appropriate intonation and expression using cues of punctuation to

assist.

EL.02.RE.10 Listen to, read, and understand a wide variety of grade-level informational and narrative (story) text including children’s

magazines and newspapers, dictionaries, other reference materials, online information, classic and contemporary literature, and

poetry.



text as well as student-read stories and informational text.

EL.02.RE.21 Determine meanings of words by using a dictionary or glossary.


EL.02.RE.27 Read informational texts for answers to specific questions or for specific purposes.

EL.02.RE.28 Recall facts and details in the text to clarify and organize ideas.

Writing

EL.02.WR.09 Select and use descriptive words when writing.

EL.02.WR.20 Form letters correctly and space words and sentences properly so that printing can be read easily by another person.

Tidepool School- Adapting to the Pools

Tidepool School

Oregon Educational Standards

Grade 3:

3.2 Interaction and Change: Living and non-living things interact with energy.

3.2L.1 Compare and contrast the life cycles of plants and animals.

Reading

EL.03.RE.01 Read regular words with several syllables.

EL.03.RE.12 Understand, learn, and use new vocabulary that is introduced and taught directly through

orally-read stories and informational text as well as student-read stories and informational text.

EL.03.RE.15 Use sentence and word context to find the meaning of unknown words.


EL.03.RE.28 Summarize major points from informational text.

Writing

EL.03.WR.12 Write correctly complete sentences of statement, command, question or exclamation.

EL.03.WR.23 Write legibly in cursive and manuscript, leaving space between letters in a word, words in a

sentence, and between words and edges of the paper.

Art

AR.03.CP.01 Use experiences, imagination, essential elements and organizational principles to achieve a

desired effect when creating, presenting and/or performing works of art.


‘Reading Detectives’ Directions: Read the following animal descriptions and underline adaptations that help each animal survive in their rocky environment. Also, look for clues about the color of each animal, and circle each color you find.

Barney the Barnacle

When I am exposed to the air I close my light

brown colored shell to stay moist. I attach to rocks by gluing my head to them.

When the tide comes in I stick my legs out and

bring food inside my shell.

Andy the Anemone

My green color helps me look like the plants

around me so my predators don’t notice me.

My sticky tentacles help me catch small animals

that I can swallow whole. I am covered with pieces of white shells to keep

myself from drying out during low tide.

Harold the Hermit Crab

I wear an empty snail shell to protect my soft

orange body. I use my claws to defend myself

I sometimes fight others for their shells. I use my back legs to hold onto my shell until I

get too big for it.

Rocky the Rockweed

I use my green leaves to capture sunlight and

make my own food. My leaves look like fingers and allow me to move

freely with the changing tides.

I have air sacs in my leaves that help me float

towards the surface to soak up sunlight.

Martha the Mussel

I keep my blue-black shell closed to stay moist

during low tide.

I can hold onto the rocks with my hair-like

threads and live with my friends in beds. I can filter tiny plants and animals from the water

to eat.

Sally the Sea Star

I am shaped like a star and my five arms have

100’s of tube feet which help me stick to the rocks.

I come in many different colors ranging from red

to orange to purple. I use my tube feet to open mussels, and then I stick

my stomach inside of their shell to eat them!

Stevie the Sculpin

I am hard to see because my colors match the

gray rocks and brown plants around me. My ability to change colors and camouflage myself

helps me hide from predators.

I live in pools of water during low tide and go

searching for food in pools around me during high

tide.

Ursula the Sea Urchin

I use my purple spines for protection from

predators.

My tube feet help me hang onto the rocks and pass

food to my mouth on the underside of my body.

I live in a hole that I carve out of the rock with

my teeth.

Tommy the Turban Snail

My house is a black shell that I use for protection.

I can smell my predator the sea star which helps

me get away from him.

I can squeeze all of my soft black body into my shell to stay wet when the tide goes out.

Caroline the Coralline Algae

I am one of the only pink plants in the tide pools.

I look like coral instead a soft plant which helps me avoid my predators.

I use my leaves to capture sunlight and change it into food just like the other plants around me.

Name Date

Tidepool School- Adapting to the Pools

Directions: Can you figure out which animal is which? Use the word bank below and the number of spaces to discover the names of these tide pool plants and animals! Write the correct name then color the picture.

Rocky the

_ _ _ _ _ _ _ _

Barney the

_ _ _ _ _ _ _ _

Andy the

_ _ _ _ _ _ _

Harold the

_ _ _ _ _ _

_ _ _ _

Martha the

_ _ _ _ _ _

Stevie the

_ _ _ _ _ _ _

Tommy the

_ _ _ _ _ _

_ _ _ _ _

Sally the

_ _ _

_ _ _ _

Ursula the

_ _ _

_ _ _ _ _ _

Caroline the

_ _ _ _ _ _ _ _ _

_ _ _ _

Sea Star Coralline Algae Sculpin Turban Snail Mussel Word Bank:

Anemone Rockweed Hermit Crab Barnacle Sea Urchin

Name Date


Barney the Barnacle ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Andy the Anemone ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Harold the Hermit Crab ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Rocky the Rockweed ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Martha the Mussel ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Sally the Sea Star ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Stevie the Sculpin ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Ursula the Sea Urchin ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Tommy the Turban Snail ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Caroline the Coralline Algae ______________________________________

______________________________________

______________________________________

______________________________________

______________________________________

Directions: Write one sentence describing at least one adaptation you learned for each animal.

Name Date

adapting to the pools 2 tidepool school -adapting to the pools tidepool school oregon educational...

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